THE SCHOOLS

Southland Times, Issue 20661, 17 April 1929, Page 6

THE SCHOOLS

POST PRI3IABY WORK

“DISTINCT ALTERATION” ADVOCATED

STATEMENT BY MR ATMORE (Per United Press Association.) Wellington, April 16. Members of the executive of the various teachers’ organizations, primary and secondary, availed themselves to-day of the opportunity of expressing their views to the Minister of Education (the Hon H. Atmore), before he makes public his intentions in regard to the alterations to the education system. Speaking on behalf of the New' Zealand Educational Institute, Mr H. Parkinson said the one object that had been considered by his executive was the best means of providing and carrying on a system of education that would to the best effect develop and turn to account the stores of ability and energy that lay latent in the youth of the nation. The executive regarded as fundamental for the carrying out of such a system the principles which it named —unity, continuity and co-ordin-ation. The institute had for many years been suggesting that the three existing systems of government should be combined, and that there should be in each locality a single controlling authority with power to co-ordinate all the educational activities within its area. The important thing to be aimed at was that the pupil should go to the school where his appropriate course was followed and that the course should be fitted to the pupil, not the pupil to the as was the present practice. The present system did not allow of classification of either pupils or teachers. Speaking on behalf of the Technical Schools Teachers’ Association, Mr L. J. Wild said that, in all districts where it. could be made possible as by consolidation, conveyance or otherwise, primary school pupils should graduate into post primary schools after passing Standard 4 or on reaching the age of 12 years. Primary schools in other districts should be prepared to carry pupils to Standard 7. As from 1930 post primary schools having accommodation available should receive as free pupils, all pupils who had passed Standard 5. This step would enable readjustment to take place gradually. The universal opinion was that during the early post primary years the course should be general. His association maintained that training in craftsmanship was of the very highest education value for adolescents and should occupy a much more important place in any general course. Training in mechanic arts and crafts and in science related to agriculture, especially biological science, should be accorded a much higher place of honour than was the case at present in post primary schools-. Following on a short discussion the Minister said he himself was satisfied that some alteration would have to be made. "Personally.” he said, "I am in favour of extending the power of one board, and I do not. wish my remarks to be construed that I am advocating the abolition of the education boards. The time has arrived when there should be a distinct alteration in the post primary education. I have no hesitation in repeating that -our unemployment is largely the result of our educative system. Whatever alteration is made it is absolutely necessary if we are to do away with unemployment to restore our primary industries to a place of first consideration in the minds of all educationists. To-day,” continued the Minister, “farming is last on the list. Such a state of affairs is absurd in a country like New Zealand, where the towns are absolutely dependent upon the production of the country. After all we must have a New Zealand system of education; we must have a system that will fit the boys and girls for the lives they will lead in our country.”